Pollution Solution Pre/Post Test
Name _________________
Period _________________
Multiple Choice
Identify the choice that best completes the statement or answers the question. (2 points each)
1. Pollution can affect humans by causing ______________.
a. measles and mumps.
c. colds and flu.
b. mumps and cancer.
d. cancer and respiratory problems.
2. Which of the following is an unwanted change in the environment that is caused by
harmful substances?
a. conservation
c. nonrenewable resources
b. human waste
d. pollution
3. When does non-point source pollution often occur?
a. when garbage is burned to produce electricity
b. when chemicals are washed into rivers, lakes, and oceans
c. when people drive electric cars
d. when people do not recycle trash
4. Where is the majority of the readily available freshwater found?
a. springs
c. groundwater
b. lakes
d. rivers
Fill in the Blank
Complete each statement. (2 points each)
5. The constant movement of various states of water from the atmosphere to the land
and oceans and back again is __________________.
6. Groundwater can weather the Earth below ground. It can also deposit minerals,
which can form unique features. Groundwater flows through permeable
underground layers known as ___________________.
Short Answer
Answer using complete sentences. (4 points each)
7. Provide three examples of where point source pollution of groundwater can come
from.
8. Imagine that you live in a community where a company is proposing to build a
commercial dairy farm. Half of the community is for building the farm and half is
against the idea. Which side of the argument would you be on? Justify your choice
by providing three reasons that support your choice.
Pollution Solution Pre/Post Test – Answer Key (20 points)
Multiple Choice
1. Pollution can affect humans by causing ______________.
d. cancer and respiratory problems.
2. Which of the following is an unwanted change in the environment that is caused by
harmful substances?
d. pollution
3. When does non-point source pollution often occur?
b. when chemicals are washed into rivers, lakes, and oceans
4. Where is the most of the readily available freshwater found?
c. groundwater
Fill in the Blank
5. The constant movement of various states of water from the atmosphere to the land
and oceans and back again is the hydrologic cycle.
6. Groundwater can weather the Earth below ground. It can also deposit minerals,
which can form unique features. Groundwater flows through permeable
underground layers known as aquifers.
Short Answer
7. Provide three examples of where point source pollution of groundwater can come
from.
Possible answers: Garbage Dumps, Industrial Building Sites, Manufacturing Plants,
etc
4
3
2
1
Student
Student
Student
Student
clearly
clearly
clearly
clearly
provides 3
provides 2
provides 1
provides 3
examples of
examples of
examples of
examples of
point source
point source
point source
point source
pollution.
pollution.
pollution.
pollution.
Student uses
Student uses
Student uses
Student does
complete
complete
complete
not use
sentences.
sentences.
sentences.
complete
sentences.
8. Imagine that you live in a community where a company is proposing to build a
commercial dairy farm. Half of the community is for building the farm and half is
against the idea. Which side of the argument would you be on? Justify your choice
by providing three reasons that support your choice.
4
Student takes
3
Student takes
2
Student takes
1
Student takes
a clear stance
for or against
the farm.
Student
clearly
supports
his/her stance
with 3 solid
reasons.
a clear stance
for or against
the farm.
Student
clearly
supports
his/her stance
with 2 solid
reasons.
a clear stance
for or against
the farm.
Student
clearly
supports
his/her stance
with 1 solid
reasons.
a clear stance
for or against
the farm, but
does not
support their
stance.
Discussion Questions
Name _________________
Period _________________
1. You are spending the night at a friend’s house after a pool party and you are taking a
quick shower to get the chlorine out of your hair and off your skin. You notice that in
spite of using the same shampoo that there is much more lather at your friend’s house.
What do you think causes the difference?
2. You might have seen reddish brown stains in your sinks or bathtubs at home or in
other people’s houses. What do you think causes these stains? Be specific in your
response.
3. These things in the water that cause these stains are called contaminants. Are these
contaminants desirable? Explain your reasoning.
4. Are these contaminants always harmful to us human beings or other living creatures?
Explain your reasoning.
5. How do you suppose these contaminants get into the water? Explain.
6. What chemicals do other people in our school building and district use (i.e.,
custodians, kitchen workers, maintenance, and others)? What procedures do these
individuals take to ensure safety for themselves and others?
7. Explain the role of the hydrologic cycle in regards to the spread of a small oil leak
from a car parked in the street. (Draw a diagram to go along with your response).
Discussion Questions Key
1. You are spending the night at a friend’s house after a pool party and you are taking a
quick shower to get the chlorine out of your hair and off your skin. You notice that in
spite of using the same shampoo that there is much more lather at your friend’s house.
What do you think causes the difference?
Responses may vary. Mostly students will say that the water at home is hard.
They can be questioned as to what they mean when they say the water is hard.
2. You might have seen reddish brown stains in your sinks or bathtubs at home or in
other people’s houses. What do you think causes these stains? Be specific in your
response.
Again responses may vary. Students might say rust, lime, calcium, sulfur,
nitrates, phosphates, ammonia, lead etc. Reddish brown stains are caused by
iron deposits in the water. Students can be further questioned as to what they
mean when they say lime.
3. These things in the water that cause these stains are called contaminants. Are these
contaminants desirable? Explain your reasoning.
It depends on the contaminant and how much of it is present. Some city water
has fluoride, which can help strengthen teeth. A certain amount of iron in the
water is desirable. Small quantities of sulfur can help cure certain skin conditions.
Lead, large amounts of nitrates, phosphates, ammonia etc can be harmful.
4. Are these contaminants always harmful to us human beings or other living creatures?
Explain your reasoning.
No they are not always harmful. See above.
5. How do you suppose these contaminants get into the water? Explain.
Small quantities of these contaminants maybe present naturally in the water from
the original source. In other cases, human activity might have caused these
contaminants to get in the water. For instance, ammonia from a refrigeration
plant could contaminate the groundwater. Nitrates that are used as fertilizers in
farms could run off into the groundwater.
6. What chemicals do other people in our school building and district use (i.e.,
custodians, kitchen workers, maintenance, and others)? What procedures do these
individuals take to ensure safety for themselves and others?
Answers will vary. Many cleaners have ammonia in them.
7. Explain the role of the hydrologic cycle in regards to the spread of a small oil leak
from a car parked in the street. (Draw a diagram to go along with your response).
Answers will vary. Oil will enter surface runoff, contaminate waterways,
potentially seep into aquifers, effect plants/animals that take in contaminated
water, etc
Lab Sheet
Name _________________
Period _________________
Problem:
The EPA has assigned your team of environmental scientists to test water quality from
several wells fed by an aquifer in a mid-western community because several babies
have developed a syndrome in which their blood is unable to carry enough oxygen to
body cells and tissue. These children are developing a bluish coloring and long-term
digestive and respiratory problems (similar to carbon monoxide poisoning). Also,
livestock are showing signs of reduced vitality and increased stillbirth, low birth weight,
and slow weight gain. There have even been reports of deaths of the affected animals.
Physicians think that these symptoms are a direct result from the quality of the drinking
water that is retrieved from a local aquifer. Your group will need to pinpoint the source
area for the contamination that is affecting the children and propose an effective
remediation plan.
A few months ago there was a new dry cleaners that opened up in the area and the
community suspects them of contaminating the drinking water. There is also a corporate
farm to the South that has been in the family for over 115 years. The family has
admitted to using commercial fertilizers on their crops. Additionally, the residential area
borders a military base, which is celebrating its 50th anniversary this year. You must
investigate all of these properties in order to determine where the contamination is
coming from.
The EPA has ordered that each location provide a sample of water from their aquifer.
Gather information:
Your group will need to research and gather information about the effects of
contamination from nitrates, ammonia, and chlorinated solvents in drinking water. It is
also important that you determine a way to remediate these contaminants.
During your research your group should create a data table to record information in
regards to location and what was found at each location.
Procedure:
● Use the site map and study the locations of monitoring wells in the area. Your
team needs to design an experiment to determine which location may be the
source of contamination causing the given symptoms. Your team will need to
operate on a budget of $550 and the Nitrate Test costs $80, the Ammonia Test
costs $85, and the Chlorine Test costs $90.
● Create a table to record your data.
● Write out your experiment and table for teacher approval. __________
(teacher initials)
●
Conduct your experiment.
Questions for Analysis:
Where was the nitrate concentration the highest? Ammonia concentration? Chlorine
concentration?
Conclusion:
Write a valid conclusion about the sites that you sampled. This conclusion should
address the source of the contamination, which contamination is having adverse effects
on the population and what would be the best way to remediate the drinking water for
the residential area. Be sure to indicate how you reached your conclusion.
Our group thinks that the source of the contamination is......
Our group thinks that the best way to remediate the contamination on site is.....
We think this because......
Final Report:
Your group needs to write a formal letter to the city council in order to recommend a
remediation strategy for the drinking water aquifer that has been contaminated. When
you are done with the letter your group needs to show your plan to the city council (this
will be your classmates). Your letter must briefly explain your results, why the
contaminant is a problem for the community, and recommend a remediation strategy.
Lab Sheet Possible Answer Key
Problem:
The EPA has assigned your team of environmental scientists to test water quality from
several wells fed by an aquifer in a mid-western community because several babies
have developed a syndrome in which their blood is unable to carry enough oxygen to
body cells and tissue. These children are developing a bluish coloring and long-term
digestive and respiratory problems (similar to carbon monoxide poisoning). Also,
livestock are showing signs of reduced vitality and increased stillbirth, low birth weight,
and slow weight gain. There have even been reports of deaths of the affected animals.
Physicians think that these symptoms are a direct result from the quality of the drinking
water that is retrieved from a local aquifer. Your group will need to pinpoint the source
area for the contamination that is affecting the children and propose an effective
remediation plan.
A few months ago there was a new dry cleaners that opened up in the area and the
community suspects them for contaminating the drinking water. There is also a
corporate farm to the South that has been in the family for over 115 years. The family
has admitted to using commercial fertilizers on their crops. Additionally, the residential
area borders a military base, which is celebrating its 50th anniversary this year. You
must investigate all of these properties in order to determine where the contamination is
coming from.
The EPA has ordered that each location provide a sample of water from their aquifer.
Gather information:
Your group will need to research and gather information about the effects of
contamination from nitrates, ammonia, and chlorinated solvents in drinking water. It is
also important that you determine a way to remediate these contaminants.
During your research your group should create a data table to record information in
regards to location and what was found at each location.
Sample Data Table
Military Base
Chlorinated Solvents
Farm
Dry Cleaners


Nitrates

Ammonia

Students should research:
● types of contamination
● its effects on human health – it is important that students find out that nitrates
cause the symptoms described above. They may find that chlorinated
solvents can cause the same symptoms but over a long period of time.
● how long these effects take to show symptoms
● what contaminants are common from farms, a military base, and dry cleaners
Procedure:
● Use the site map and study the locations of monitoring wells in the area. Your
team needs to design an experiment to determine which location may be the
source of contamination causing the given symptoms. Your team will need to
operate on a budget of $550 and Your team will need to operate on a budget of
$550 and the Nitrate Test costs $80, the Ammonia Test costs $85, and the
Chlorine Test costs $90.
●
●
Create a table to record your data.
Show your experiment and table to the teacher for approval, then conduct your
experiment
Example Experiment:
● Determine what contaminant could be causing the symptoms described above.
● Test a well from the dry cleaner for nitrates (cost $85)
● Test a well from the farm for nitrates (cost $85).
● Test a well from the military base for chlorinated solvents
● Test a well from the residential area for nitrates and chlorinated solvents (cost
$85x2).
Teachers note: Be sure that the residential area is tested last. They will only have
enough money to conduct 5 tests during their experiment.
Example Data Table:
Well ID
TEST KIT
NO3-
(ppm) NH4 (ppm)
Cl (ppm)
pH
AT
Residential
AFB
Farm
dry cleaner
Leading questions for student's Analysis:
Where was the nitrate concentration the highest? Ammonia concentration? Chlorine
concentration?
Conclusion:
Write a valid conclusion about the sites that you sampled. This conclusion should
address the source of the contamination, which contamination is having adverse effects
on the population and what would be the best way to remediate the drinking water for
the residential area. Be sure to indicate how you reached your conclusion.
Our group thinks that the source of the contamination is......
Our group thinks that the best way to remediate the contamination on site is.....
We think this because......
Final Report
Your group needs to write a formal letter to the city council in order to recommend a
remediation strategy for the drinking water aquifer that has been contaminated. When
you are done with the letter your group needs to show your plan to the city council (this
will be your classmates). Your letter must briefly explain your results, why the
contaminant is a problem for the community, and recommend a remediation strategy.
Teachers Note: Student then share their letters with the class. While sharing,
have the students who have been the audience pretend to be the council members.
The council members should then vote to see which team has the best remediation
presentation.
Safety Article
Dartmouth researcher poisoned by material she was studying
Associated Press, 03/28/97
HANOVER, N.H. - A respected Dartmouth College professor is in the hospital after an
apparent research accident left her poisoned by the toxic mercury she was studying.
Professor Karen Wetterhahn was diagnosed with mercury poisoning eight weeks ago.
The college and hospital won't discuss her condition, but her family issued a statement
saying treatment is continuing.
Officials from Dartmouth's Chemistry and Environmental Health and Safety departments
believe Wetterhahn was poisoned sometime in August while working alone with
dimethylmercury. The mercury compound has no practical uses, but Wetterhahn was
using it in her studies of mercury toxicity. There also is a delay between exposure and
when a victim begins feeling the effects.
No one knows for sure how Wetterhahn was poisoned, but they suspect some of the
mercury touched her skin and was absorbed into her body.
John Winn, chairman of Dartmouth's chemistry department, said it was hard to tell how
much she had absorbed. He was not sure whether the mercury compound soaked
through protective gear or touched her skin directly.
Wetterhahn was diagnosed after tests in January showed she had an elevated level of
mercury. She was tested due to numbness in her fingers, unsteady walking, difficulty in
speaking and vision and hearing problems.
Rare Form of Mercury Kills Dartmouth Chemistry Teacher
The News York Times
HANOVER, N.H., June 10 - A Dartmouth College chemistry professor has died from
exposure to a rare form of mercury, first synthesized more than 130 years ago.
Karen E. Wetterhahn, 48, who also had served as an associate dean and a dean at the
college, died on Sunday, about 10 months after accidentally spilling a few drops of
dimethylmercury on her disposable latex gloves while performing a laboratory
experiment. The substance, which has no practical application, is used in research on
heavy metals.
Prof. John S. Winn, chairmen of the college's chemistry department, said Professor
Wetterhahn was a leader in the study of how heavy metals can initiate cancer at the
molecular level. “Dimethylmercury is so rare that it is only in use in perhaps 100
laboratories worldwide at any given time,” he said.
Through a search of medical literature, the college determined that exposure to the
substance killed two laboratory assistants in 1865, shortly after it was first synthesized,
and a 28-year-old chemist in 1971.
"Karen Wetterhahn's death is a tragedy for her family and for the Dartmouth community,"
said Dartmouth's president, James O. Freedman.
“After years of study chromium metal toxicity, Professor Wetterhahn had turned to the
study of mercury enduring a sabbatical at Harvard University in September 1995,"
Professor Winn said. In the experiment at Dartmouth last August, she had used
dimethylmercury to set up a standard against which to measure other mercury involved
in her research.
The drops apparently spilled onto her gloves, passed quickly through the latex and were
absorbed through her skin. After her illness was diagnosed in late January, the college
had the latex gloves independently tested, and it was determined that the mercury could
pass through in 15 seconds or much less.
“Other types of gloves offer more protection, but she probably used latex to increase
dexterity during the delicate procedure,” he said.
In a letter to Chemical and Engineering News about the accident, Professor Winn and
the other college officials recommended that heavier gloves be used during experiments,
and that "medical surveillance measuring mercury concentrations in whole blood or
urine" should be considered during extended use of these compounds.
Professor Wetterhahn's symptoms, which initially included difficulty with balance,
speech, vision and hearing, progressed rapidly and she was in a coma from late
February until her death. “Although treatments were administered to eliminate the
mercury in her system, they began too late to prevent irreversible damage to the
nervous system," Professor Winn said.
OSHA Fines Dartmouth for Mercury Poisoning
The Occupational Safety and Health Administration (OSHA) of the U. S. Department of
Labor has concluded its investigation into the death by mercury poisoning of a
Dartmouth College professor. Federal regulators have fined Dartmouth College $13,500
for "serious" safety violations in connection with the death of Dr. Wetterhahn. A serious
violation is defined by OSHA as one in which there is substantial probability that death or
serious physical harm could result, and the employer knew or should have known of the
hazard.
David May, OSHA's New Hampshire director, said Dartmouth had failed to provide
adequate training on the limits of the gloves and to provide appropriate gloves for the
research of dimethyl mercury. Also, the Lab's Chemical Hygiene Plan was fined for
deficiencies.
Director May stressed dimethyl mercury is highly toxic with little commercial use. It was
being used in research as an NMR standard. Dartmouth officials said they would not
contest the fine and would comply with OSHA's safety recommendations. In the past
months, the college has held workshops on different types of gloves and their uses, and
has affixed labels to gloves warning of their limitations
Water Contaminant Research
Research Organizer
Contamination
Nitrates
Chlorine
Ammonia
Effects on Humans
How long until
symptoms show?
Found coming from
farms? (type)?
Found coming from
dry cleaners?
(type)?
Found coming from
military base?
(type)?
Water Contaminant Research
Name _________________
Period _________________
Guided Research Activity
1. http://www.epa.gov/owow/NPS/nps_edu/index.html
Improving Old MacDonald’s Farm
A national Water Quality inventory found that ____________________ activities
are the main source of polluted runoff affecting our country’s rivers and lakes.
Estuaries, _________________, and wetlands are also polluted by the runoff.
The Gulf of Mexico’s _________ zone, a large area of low oxygen, is believed to
be a result of these pollutants entering the Gulf by way of the
__________________ River.
Looking back at the MacDonald’s farm article, what are the three major sources
of pollution caused by farming activities?
 ___________________________________________________________

___________________________________________________________

___________________________________________________________
While these sources of pollution cannot be eliminated, they can be controlled.
How can each source of pollution be managed to reduce contaminated runoff
entering our waterways?
 ___________________________________________________________

___________________________________________________________

___________________________________________________________
2. Watch teacher domain video clip.
Farm solutions to water pollution.
Describe the solution this farmer used to reduce the pollution of the stream by his
farm caused by the excrement (waste) from his dairy cows.
________________________________________________________________
________________________________________________________________
Besides reducing water pollution, what was an added benefit this farmer
observed in his cows.
________________________________________________________________
Why does this farmer believe it was important for him to work on this problem
concerning pollution of the stream?
________________________________________________________________
________________________________________________________________
3. http://www.epa.gov/owow/NPS/nps_edu/index.html
Stop Pointless Personal Pollution!
Look at the “Do You Know” box. Compare storm drains and sewers.
________________________________________________________________
________________________________________________________________
List 5 different ways citizens help to pollute water.
 ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________
4. http://www.epa.gov/teach/chem_summ/Nitrates_summary.pdf
Nitrates
Nitrates are chemicals found in ______________________, rat poison,
__________________, and in animal _______________________.
What is the most likely source from the list above that would result in nitrates
getting into our drinking water?
______________________________________________________________
Do you think nitrates would filter into groundwater from a leaking septic tank?
What evidence above would cause you to draw a conclusion that this is so?
________________________________________________________________
Ingestion of nitrates can lead to a symptom in infants called_________________.
Higher levels of nitrates in the body can cause this symptom to occur in older
children and adults. The person’s skin gets a blue tinge because the nitrates get
into the ____________________ and binds with hemoglobin in the blood.
Hemoglobin’s job in the body is to carry __________________ to the cells.
Nitrate doesn’t allow the oxygen to be delivered efficiently so the person’s cells
become oxygen deprived resulting in the bluish color of the skin. This
deprivation (shortage) of oxygen can cause serious health issues.
Provide 3 ways nitrates can get into your drinking water.

___________________________________________________________

___________________________________________________________

___________________________________________________________
5. http://www.meridianeng.com/chlorina.html
Chlorinated Solvents
Look at the list of products that are made using some chlorinated solvents. Now
look at the map passed out to you that shows three businesses. Name the 3
businesses you see:
_____________________ _____________________ ____________________
Which of these sites would most likely use chlorinated solvents? Give a reason
for each answer.
________________________________________________________________
________________________________________________________________
Is it possible for these forms of chlorine to get in your drinking water? Explain.
________________________________________________________________
Name 3 health effects if someone got too much of these chlorinated substances
into their systems.
___________________
_____________________ ___________________
6. http://www.northwyke.bbsrc.ac.uk/AmmoniaInventoryWebsite/Sources.htm
Sources of ammonia emission from agriculture
Look at the possible causes of ammonia emissions into the environment. It is
mostly found in the l___________________ and solid w________________ of
animals. How does it get into our drinking water?
________________________________________________________________
________________________________________________________________
7. http://www.who.int/water_sanitation_health/dwq/en/ammonia.pdf
Health effects of ammonia in drinking water
Discuss together health implications. Name two:
_____________________________
_______________________________
8. http://water.epa.gov/drink/contaminants/index.cfm#List
Drinking Water Contaminants
Look at the chart. Find the contaminants discussed today and read the
symptoms. List any symptoms not already listed above. Discuss.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
9. http://www.uri.edu/ce/wq/ww/Publications/pH&alkalinity.pdf
pH and alkalinity
The pH level tells the acidity or alkalinity of the water and is measured with a
numbered scale. The scale ranges from 0-14 with 7 being considered neutral.
Acidic water is < 7. Water > 7 is alkaline. Each number on the scale is ten
times different than the consecutive number. The EPA rates any lake with a pH
< 5 as acidic. Most aquatic organisms need a pH somewhere between 6.5 and
8. Water treatment plants usually treat city water so it will have a pH of 9. This
causes less corrosion in water pipes.
We have spent much time today discussing the importance of the quality of water
for human ingestion. Now let us think about other organisms. Look at the pH
scale. What substance(s) do you see on the scale that we discussed earlier that
might affect the drinking quality of water as well as the life sustaining quality of
water for aquatic organisms? Explain the source of the pollutant and how it will
change the pH and what this will mean for life in the water.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
10. Take a few minutes to review the information learned today. Tomorrow you
will be testing water samples from the three businesses on the site map and from
the contaminated aquifer.
EPA officials are concerned about the increased incidence of blue baby
syndrome in the area.
Respond to the following prompt:
Today’s Learning Target: I can interpret and draw conclusions from the data
that I collected.
Evidence: Based on the data collected and in a complete sentence(s) interpret
and draw a conclusion as to what could be contaminating the drinking water in
the scenario.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Water Research Possible Sources
(2008). Groundwater, the hidden source of life - youtube. [Web Video]. Retrieved from
http://www.youtube.com/watch?v=Iht9WBBXepA&NR=1
Articles and activities for middle school students. Retrieved from
http://www.epa.gov/owow/NPS/nps_edu/index.html
Teachers' domain: Agricultural runoff and the gulf of mexico dead zone [Theater].
Available from http://www.teachersdomain.org/resource/envh10.sci.life.eco.deadzone/
Teachers' domain: Farm solutions to water pollution [Theater]. Available from
http://www.teachersdomain.org/resource/ket08.sci.ess.watcyc.farmsol/
Nitrate and nitrites. (2007). Retrieved from
http://www.epa.gov/teach/chem_summ/Nitrates_summary.pdf
Gullickson, R. (1993). Reference data sheet for common chlorinated solvents. Retrieved
from http://www.meridianeng.com/chlorina.html
Sources of ammonia. Retrieved from
http://www.northwyke.bbsrc.ac.uk/AmmoniaInventoryWebsite/Sources.htm
Ammonia in Drinking-water. World Health Orgnaization. Retrieved from
http://www.who.int/water_sanitation_health/dwq/en/ammonia.pdf
Drinking Water Contaminants. EPA. Retrieved from
http://water.epa.gov/drink/contaminants/index.cfm - List
Addy, K., Green, L., & Herron, E. pH and Alkalinity. URI Watershed Watch. Retrieved
from http://www.uri.edu/ce/wq/ww/Publications/pH&alkalinity.pdf
Site Map
Site Map Key
Exit/Entrance Slip
Exit Slip
Name __________________
Period __________________
Today’s Learning Target:
I can interpret and draw conclusions from the data that I collected.
Based on what you have learned so far, are monitoring wells a reliable scientific choice
for collecting data in this scenario. Why or why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Based on the data collected and in a complete sentence(s) interpret and draw a
conclusion as to what could be contaminating the drinking water in the scenario.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
-
-
-
-
-
-
-
-
-
Entrance Slip
Name __________________
Period __________________
Today’s Learning Target:
I can interpret and draw conclusions from the data that I collected.
Based on the data collected and in a complete sentence(s) interpret and draw a
conclusion as to what could be contaminating the drinking water in the scenario.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Post Activity Discussion
1. Which location was the source of the contamination? Discuss your findings with other
groups in the class and if there are any differences, figure out what might be the cause
of those differences. Identify whether the source of the pollution is a point source or a
non-point source pollution.
2. Does the contaminant truly cause the symptoms and health problems that the
children and livestock manifest? How did you reach that conclusion?
3. How can we remediate i.e. remove the contaminant from the water? Give a detailed
description. (comment: the way it was originally stated conveyed the correct meaning.
How can one means How can one person, not one method of remediation.)
4. How can the other contaminants be removed from the water? Give a detailed
description. Identify whether the source of these pollutions are point source or non-point
source pollution.
5. Is it necessary to completely remove all contaminants from drinking water? Explain
your reasoning.
6. What alternatives are available to people if they choose to not use their well or city
water?
7. Are these alternatives better than the well or city water? Explain your reasoning.
8. If you were to repeat this activity, what other contaminants would you test for? Why
would it be important to test for those particular contaminant(s)?
Post Activity Discussion
1. Which location was the source of the contamination? Discuss your findings with other groups in the
class and if there are any differences, figure out what might be the cause of those differences. Identify
whether the source of the pollution is a point source or a non-point source pollution.
The location that was the closest to the dry cleaner was the source of pollution. All groups ought
to arrive at the same conclusion. This is a point source pollution.
2. Does the contaminant truly cause the symptoms and health problems that the children and livestock
manifest? How did you reach that conclusion?
Students ought to have researched the health problems due to the different contaminants and
concluded that nitrates do cause the above health problems.
3. How can we remediate i.e. remove the contaminant from the water? Give a detailed description.
(comment: the way it was originally stated conveyed the correct meaning. How can one means How
can one person, not one method of remediation.)
Nitrates are partially removed from soil in two ways. If the nitrates are located within the root
zone of growing plants, the plant can accomplish some removal. As the dissolved nitrates move
through unsaturated soil, they are partially removed by attraction to soil particles. In flat valley
regions, natural groundwater movement could flush out the nitrates. This movement is so slow,
however, that this would probably take decades and the assumption is that the nitrates are not
readily removed. Nitrates can be treated with ion exchange or biologically, using denitrification.
4. How can the other contaminants be removed from the water? Give a detailed description. Identify
whether the source of these pollutions are point source or non-point source pollution.
Students will report their research findings. The remediation of chlorine contamination can take
many forms, such as injection and extraction, air- or biosparging, biological reactive locations,
and filtration. The first three have been successful in removing the only slightly soluble CAH’s
from groundwater. Activated carbon filtration is used to remove THM’s. Removal of ammonia
from water is not a trivial task. . A process involving aeration and biological filtration has been
shown to accomplish this. Ion exchange processes can remove low concentrations of about 210 ppm. Biological nitrification followed by denitrification is a process that is used to remove
ammonia from groundwater supplies. A process involving oxidation of ammonia to nitrite and
subsequently to nitrate using nitrifying bacteria has also been shown to remove ammonia from
drinking water in concentrations of 1-3 mg/L.
5. Is it necessary to completely remove all contaminants from drinking water? Explain your reasoning.
No, it is not necessary to do so. Some contaminants are actually desirable and others can be
present in very small quantities without causing us any harm.
6. What alternatives are available to people if they choose to not use their well or city water?
They can use bottled water for drinking and maybe even cooking purposes.
7. Are these alternatives better than the well or city water? Explain your reasoning.
Not necessarily. Lots of bottled water is simply water bottled from some spring or what appears
to be a clean source. This water is not rigorously tested for various contaminants to ensure
safety. City water on the other hand is tested and has to follow EPA regulations as to what
contaminants can be present and how much of a certain contaminant is acceptable for drinking
and cooking purposes.
8. If you were to repeat this activity, what other contaminants would you test for? Why would it be
important to test for those particular contaminant(s)?
Responses will vary. Maybe lead, phosphates, iron, chromium etc. Biological contaminants
ought to be mentioned. Possible health hazards ought to be researched.
Persuasive Letter Rubric
CATEGORY
4
3
2
1
Audience
Demonstrates a
clear
understanding of
the reader and
uses appropriate
vocabulary and
arguments to
respond to
potential
questions and
concerns.
Demonstrates a
general
understanding of
the reader and
uses vocabulary
and arguments for
that audience.
Demonstrates
some
understanding of
the reader and
uses arguments
appropriate for
that audience
It is not clear that
the writer has an
understanding of
the reader and
does not use
appropriate
arguments.
Organization
Arguments and
support are
presented in a
logical order that
is easy and
interesting to
follow.
Arguments and
support are
presented in a
fairly logical order
that is reasonably
easy to follow.
A few of the
support details or
arguments are in
an order that is
both confusing
and distracting for
the reader.
Many of the
support details or
arguments are not
in a logical order,
distracting the
reader and making
the letter seem
very confusing.
Details and Support
All of the evidence
and examples are
specific and
relevant.
Explanations that
show how each
piece of evidence
supports the
author's position
are given.
Most of the
evidence and
examples are
specific and
relevant.
Explanations that
show how each
piece of evidence
supports the
author's position
are given.
At least one of the
pieces of evidence
and examples is
relevant and has
an explanation
that shows how it
supports the
author's position.
Evidence and
examples are NOT
relevant and/or are
not explained.
Grammar
0-2 errors
3-5 errors
6-8 errors
9 or more errors
Usage
Mechanics
Spelling
Links to Resources by Day
Day 1
Frontline report "What's in Your Drinking Water"
http://www.teachersdomain.org/asset/frnpw10_vid_contaminants/
Frontline report "Poisoned Waters: Why is Stormwater Runoff a Major New Threat"
http://www.teachersdomain.org/resource/frnpw10.guide.runoff/
Day 2
Dr. Barb Mahler of the US Geological Survey and the University of Texas explains how
everyday contaminants can infiltrate drinking water.
http://www. youtube.com/watch?v=5xs1jLlbztE
An IGRAC initiative.
http://www.youtube.com/watch?v=Iht9WBBXepA&NR=1 :www.igrac.nl
A Student project with some dramatic music that shows a visual experiment of how pollutants
get into water systems. http://www.youtube.com/watch?v=alDDGikKJFE&feature=fvw
Day 6 & 7
Chromium plume spreads in Calif. town's water
http://news.yahoo.com/s/ap/20101109/ap_on_re_us/us_toxic_water_brockovich
Camden too slow to fix water supply, OEPA says
http://www.springfieldnewssun.com/news/springfield-news/camden-too-slow-to-fix-watersupply-oepa-says--969062.html
Millions in U.S. Drink Dirty Water, Records Show
http://www.nytimes.com/2009/12/08/business/energy-environment/08water.html?_r=2